A view of the global conservation job market and how to succeed in it

The high demand for conservation work is creating a need for conservation‐focused training of scientists. Although many people with postsecondary degrees in biology are finding careers outside academia, many programs and mentors continue to prepare students to follow‐in‐the‐footsteps of their professors. Unfortunately, information regarding how to prepare for today's conservation‐based job market is limited in detail and scope. This problem is complicated by the differing needs of conservation organizations in both economically developed and developing regions worldwide. To help scientists identify the tools needed for conservation positions worldwide, we reviewed the current global conservation job market and identified skills required for success in careers in academia, government, nonprofit, and for‐profit organizations. We also interviewed conservation professionals across all conservation sectors. Positions in nonprofit organizations were the most abundant, whereas academic jobs were only 10% of the current job market. The most common skills required across sectors were a strong disciplinary background, followed by analytical and technical skills. Academic positions differed the most from other types of positions in that they emphasized teaching as a top skill. Nonacademic jobs emphasized the need for excellent written and oral communication, as well as project‐management experience. Furthermore, we found distinct differences across job locations. Positions in developing countries emphasized language and interpersonal skills, whereas positions in countries with advanced economies focused on publication history and technical skills. Our results were corroborated by the conservation professionals we interviewed. Based on our results, we compiled a nondefinitive list of conservation‐based training programs that are likely to provide training for the current job market. Using the results of this study, scientists may be better able to tailor their training to maximize success in the conservation job market. Similarly, institutions can apply this information to create educational programs that produce graduates primed for long‐term success.     

注重提高技术监管水平--做好环保现场监察工作

环境监察作为开展环境保护工作的一种主要执法手段,在确定排污单位是否达标排放、治污设施是否正常运转时,不能简单地依据污染治理设施排放情况做出结论,而应注重运用技术手段开展全过程监察。要做好新时期的环保监察工作,确保环境安全、改善环境质量、服务科学发展,仅靠工作激情、完善规章制度、明确科室职责是不够的,执法人员技术监管能力的高低直接影响环境违法行为的查处等监察工作的开展,为杜绝业务不熟悉、执法技能低和被疑受罚的现象发生,环保部门在完善内控机制与强化执法监督的同时,应注重培训执法人员技术监管水平,提高监察技能,充分运用技术手段开展环境执法监察工作,对及时发现和查处环境违法行为至关重要。     

高职环保类专业职业技能培养课程体系开发

课程体系是高职专业办出特色、持续发展的载体。针对高职环保类专业人才培养存在课程体系不合理、实践教学薄弱、职业技能培养方法陈旧等问题，以职业岗位需求为基础，以职业技能培养为主线，构建了以实际污染治理项目为载体的高职环保类专业职业课程体系和职业核心课程。通过职业核心课程建设、双师型师资队伍建设、校内外实训基地建设等措施实现职业技能的培养。     

商务英语E-mail邮件的写作技巧

随着因特网的发展,越来越多的人在网上使用邮件与朋友,家人聊天,甚至利用它在网上做生意.现在没有一种通讯方式能与之相比.使用E-mail邮件效率高,费用低,省时间.论述了如何正确地写好商务英语E-mail邮件.掌握这些技巧是商务活动成功的关键之一.参4.     

民航飞行员非技术技能评价模型的研究

为了准确地掌握飞行员的非技术技能,提高安全培训效能和飞行机组排班的科学性,对飞行员非技术技能的评价模型进行了研究,从飞行员的机组交流与合作能力、自动化系统意识、情境意识与决策、领导与管理、应激能力5个方面构建了飞行员非技术技能评价指标体系,运用灰色关联分析-因子分析相结合的方法建立了飞行员非技术技能评价模型。运用此模型对某航空公司5名不同背景的飞行员的非技术技能实施了评价。研究结果表明:此模型可以定量地判定飞行员非技术技能的高低,并能够识别飞行员非技术技能的薄弱环节。     

Training obstetricians and midwives to present screening tests: Evaluation of two brief interventions

The objective of this study was to assess the effects of two brief training interventions to improve obstetricians' and midwives' explanations to patients of a routine prenatal screening test. Health professionals were randomly allocated to one of two intervention groups or a control group. Information-giving about the test and communication skills were assessed at baseline, post-training and 3-month follow-up from audiotaped consultations. Both intervention groups received a 1-h training session involving small group discussions focused around a video. In addition, one group received individual feedback on their baseline and post-training consultations. Twenty-six midwives and nine obstetricians completed the study according to the protocol. Changes between baseline and post-training, and between baseline and follow-up, were computed. Information-giving and communication skills improved significantly in subjects receiving training and feedback on their performance, with the greatest improvements occurring before feedback was given. Those receiving training without feedback significantly improved their communication skills and showed some improvement in information-giving. These results show that modest improvements in communication can be made with relatively brief training. Greater and more sustained improvements may be found if all staff were trained, and trained on a regular basis.     

Views of US drivers about driving safety

Problem: To assess how drivers view dangers on the highway, what motivates them to drive safely, how they say they reduce their crash and injury risk, and how they rate their own driving skills. Results: Most drivers rated their skills as better than average. The biggest motivating factor for safe driving was concern for safety of others in their vehicle, followed by negative outcomes such as being in a crash, increased insurance costs, and fines. The greatest threats to their safety were thought to be other drivers' actions that increase crash risk such as alcohol impairment or running red lights. In terms of reducing crashes and injuries, drivers tended to focus on actions they could take such as driving defensively or using seat belts. There was less recognition of the role of vehicles and vehicle features in crash or injury prevention. Impact on research, practice, and policy: Knowing how drivers view themselves and others, their concerns, and their motivations and techniques for staying out of trouble on the roads provides insight into the difficulty of changing driving practices.     

GRADUATE EDUCATION IN WATER RESOURCES: AN INNOVATIVE APPROACH Part II: Post-Production Techniques1

ABSTRACT: The production of a documentary video in a graduate seminar offers advantages over the traditional term paper. These advantages derive from the nature of the videotape medium. The most distinct difference between a written document and a video production is the use of the video camera to record events. In using the camera, the student is required to become involved both in front of the video camera, for example, as an interviewer, and behind the camera as a camera operator. Next, as an editor, the student is required to review the events that she/he has taped for inclusion in the final product. By participating in these three roles, the student has the opportunity to learn interviewing skills while interacting with professionals in the field, to learn videotaping skills, and to see him/herself as he/she appears to others. The student can use the video feedback to improve his/her professional presentation; posture, dress, gestures, speech, and facial expressions all have an impact on how we are perceived by others. Additionally, the painstaking process of reviewing the taped material leads to an intimate knowledge of the topic, and the process of choosing portions out of entire interviews hones the ability to select the crucial or central themes and ideas from any discussion. Finally, the power of video lies in its ability to communicate information to a wide audience. Although the nature of video for the general public does not permit highly detailed or rigorous coverage of any topic, it is a major source of information. Accordingly, video is an important tool that can be used to inform the public about the importance of wise water resource management.     

Exploring simulated driving performance among varsity male soccer players

Background: It is documented that male athletes display riskier behaviors while driving (as well as in life in general) than female athletes and nonathletes. However, the literature has reported that athletes show better driving ability than nonathletes. This paradox between behaviors and abilities motivated the present study to further understand the collision risk of varsity athletes.

Objective: The current study estimates the performance differences between varsity male soccer players and male undergraduate nonathletes on (1) a driving task and (2) three perceptual–cognitive tasks (associated with collision risk prediction; i.e., Useful Field of View [UFOV] test).

Methods: Thirty-five male undergraduate students (15 varsity soccer players, 20 undergraduate nonathletes) took part in this study. Driving performance was assessed during 14?min of urban commuting using a driving simulator. While completing the simulated driving task and UFOV test, the physiological responses were monitored using an electrocardiograph (ECG) to document heart rate variability (HRV).

Results: Varsity soccer players showed more risky behaviors at the wheel compared to their nonathlete student peers. Varsity soccer players spent more time over the speed limit, committed more driving errors, and adopted fewer safe and legal behaviors. However, no difference was observed between both groups on driving skill variables (i.e., vehicle control, vehicle mobility, ecodriving). For subtests 1 and 2 of the UFOV (i.e., processing speed, divided attention), both groups performed identically (i.e., 17?ms). The nonathlete group tended to perform better on the selective attention task (i.e., subtest 3 of UFOV test; 63.2?±?6.2?ms vs. 87.2?±?10.7?ms, respectively; this difference was not significant, P = .76).

Conclusion: Preventive driving measures should be enforced in this high-risk population to develop strategies for risk reduction in male team athletes.     

红檵木及其中小型桩景速成制作技艺综述

为开发利用湖南乡土红檵木树种资源，本文从种质资源与观赏习性、桩材来源、造型制作技术、养护与管理等5个方面，全面论述了红檵木中小型树桩盆景生产制作现状，探讨了一些值得关注的实际问题．